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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Present advertising ideas 
SAQA US ID UNIT STANDARD TITLE
244560  Present advertising ideas 
ORIGINATOR
SGB Marketing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Marketing 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The purpose of the learning is to be able to effectively contribute advertising ideas. Credited learners understand the process of origination and can come up with and offer ideas that are relevant for specific advertising strategies and assignments.

Being able to contribute to the origination process, and linking one's ideas with given specifications and strategies ensures that one's ideas and solutions are relevant and meet specified requirements. Being able to communicate one's selected solutions is an important competence and can be applied in various contexts. 'Selling' one's ideas is increasingly transferable as it is becoming more and more needed in various fields.

Organisations, and especially businesses, depend on innovation and origination to remain competitive and to identify new opportunities. In addition, if unique South African advertising products are developed, the export potential of such products will increase.

Credited learners are capable of:
  • Generating idea and solution options related to advertising contexts.
  • Evaluating and selecting idea and solution options for development in advertising contexts.
  • Formulating arguments for presenting selected ideas and solutions.
  • Delivering idea and solution presentations. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Communication and language at NQF Level 4. 

  • UNIT STANDARD RANGE 
    Presentations should be limited to internal (peer) presentations, and routine external presentations. Credit learners should be able to present their own ideas to their peers and supervisors, and are generally only required to present ideas to external audiences (e.g. clients) as a member of a team lead by someone else. Both verbal and non-verbal presentation components are included.

    Additional range statements are provided with specific outcomes and assessment criteria where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Generate idea and solution options related to advertising contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Idea and solution options meet organisation and industry requirements for quality of output. 
    ASSESSMENT CRITERION RANGE 
    Quality refers to originality, freshness, impact, simplicity, etc.
     

    ASSESSMENT CRITERION 2 
    Idea and solution options are generated in a variety of directions for specific contexts (spread). 

    ASSESSMENT CRITERION 3 
    Each idea and solution option is extended with related/connected ideas (depth). 

    ASSESSMENT CRITERION 4 
    Idea and solution options meet requirements of given specifications (briefs). 

    SPECIFIC OUTCOME 2 
    Evaluate and select idea and solution options for development in advertising contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Ideas are evaluated against specified industry quality criteria. 
    ASSESSMENT CRITERION RANGE 
    Industry quality criteria can relate to, for example, campaignability, development potential, etc.
     

    ASSESSMENT CRITERION 2 
    Ideas are evaluated against specified organisation quality criteria. 
    ASSESSMENT CRITERION RANGE 
    Organisation quality criteria can relate to, for example, style, organisation culture, objectives, strategy, etc.
     

    ASSESSMENT CRITERION 3 
    Selections are justified based on evaluation against specified criteria. 
    ASSESSMENT CRITERION RANGE 
    Criteria can include industry and organisation quality criteria, as well as media, budget, time, etc. opportunities/limitations.
     

    ASSESSMENT CRITERION 4 
    Ideas are selected in consultation with all relevant stakeholders. 

    SPECIFIC OUTCOME 3 
    Formulate arguments for presenting selected ideas and solutions. 
    OUTCOME RANGE 
    Argument formulation includes refinement and extending selected ideas and solutions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Approach to arguments is consistent with own strengths and weaknesses. 

    ASSESSMENT CRITERION 2 
    Argument formulation is aligned to content characteristics. 
    ASSESSMENT CRITERION RANGE 
    Characteristics can include complexity; for example, complexity of argument reflects complexity of content.
     

    ASSESSMENT CRITERION 3 
    Content is selected based on suitability for supporting arguments. 
    ASSESSMENT CRITERION RANGE 
    Content is selected from supplied information, for example, copy, supplier proposals, etc.
     

    ASSESSMENT CRITERION 4 
    Components and structure support argument development. 

    ASSESSMENT CRITERION 5 
    Argument formulation contributes to the effectiveness and purpose of developed arguments. 

    SPECIFIC OUTCOME 4 
    Deliver idea and solution presentations. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Approach to delivery is consistent with own strengths and weaknesses. 

    ASSESSMENT CRITERION 2 
    Presentation of the approach to argument formulation and the argument itself promotes support for arguments by decision-makers. 

    ASSESSMENT CRITERION 3 
    Selected techniques, materials and formats meet presentation context requirements and are suitable for specific environments and audiences. 

    ASSESSMENT CRITERION 4 
    Technology is used correctly and in the most effective way for what is being presented. 

    ASSESSMENT CRITERION 5 
    Verbal components are delivered with clarity and coherently support the purpose of presentation. 

    ASSESSMENT CRITERION 6 
    Nonverbal components coherently support the purpose of presentation. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Organisation and industry requirements for quality of ideas and outputs.
  • Spread and depth of ideas and solutions.
  • Idea selection processes, techniques and procedures.
  • Argument formulation and development approaches and processes.
  • Argument components and structure.
  • Presentation delivery approaches, techniques, materials and formats, and audience requirements.
  • Presentation technology types and functionality. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions to generate idea and solution options related to advertising contexts and to evaluate and select idea and solution options for development in advertising contexts. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when ideas are selected in consultation with all relevant stakeholders. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when approach to arguments is consistent with own strengths and weaknesses. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when content is selected based on suitability for supporting arguments. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to deliver idea and solution presentations, and when argument formulation is aligned to content characteristics, argument formulation contributes to the effectiveness and purpose of developed arguments, and presentation of the approach to argument formulation and the argument itself promotes support for arguments by decision-makers. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when selected techniques, materials and formats meet presentation context requirements and are suitable for specific environments and audiences and technology is used correctly and in the most effective way for what is being presented. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when ideas are evaluated against specified industry and organisation quality criteria. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to Assessors:

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Elective  80047   National Certificate: Road Safety Development  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Jeppe College of Commerce and Computer Studies 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.